Umm...Originally posted by: Tab
What kind of job are these kids doing anyway?
Double the 35% to 70% and the 50 to a hundred. Then you get 30 and split that in half and end up with 17.5..
At least thats how I would figure it out...
Originally posted by: Cerb
...and where do you get it from? There is no direct way without altering the equation, or taking additional steps.Originally posted by: alphatarget1
Just multiply 50 with .35, that's not even math.Originally posted by: Cerb
if a*b=c, then (2a*b)/2=c. So, 50*0.35=x=(100*0.35)/2Originally posted by: Whoozyerdaddy
Based on your post I have no idea how you got the right answer. But... Want a job?Originally posted by: Tab
What kind of job are these kids doing anyway?
Double the 35% to 70% and the 50 to a hundred. Then you get 30 and split that in half and end up with 17.5..
At least thats how I would figure it out...
I would have taken a bit longer for it, as I have a habit of liking to drop to lower numbers to work with, which doesn't do well when the answer isn't an integer.
<- glad his parents scraped pennies for private elementary school, because the public middle and high school sucked
Our minds work well with integers and fractions, but not so well w/ the decimal format (but we like 10)--so it needs to be altered in some way to either (a) fit a decimal format easily, or (b) be made into some fraction that can then be made into an end result of a decimal form.
It cannot be done extremely quickly (not counting going down to paper) w/o memorization, plenty of recent practice, or some practice consistently over time.
Yes, but that doesn't offer an answer--just the identity of any n%.Originally posted by: alphatarget1
Originally posted by: Cerb
...and where do you get it from? There is no direct way without altering the equation, or taking additional steps.Originally posted by: alphatarget1
Just multiply 50 with .35, that's not even math.Originally posted by: Cerb
if a*b=c, then (2a*b)/2=c. So, 50*0.35=x=(100*0.35)/2Originally posted by: Whoozyerdaddy
Based on your post I have no idea how you got the right answer. But... Want a job?Originally posted by: Tab
What kind of job are these kids doing anyway?
Double the 35% to 70% and the 50 to a hundred. Then you get 30 and split that in half and end up with 17.5..
At least thats how I would figure it out...
I would have taken a bit longer for it, as I have a habit of liking to drop to lower numbers to work with, which doesn't do well when the answer isn't an integer.
<- glad his parents scraped pennies for private elementary school, because the public middle and high school sucked
Our minds work well with integers and fractions, but not so well w/ the decimal format (but we like 10)--so it needs to be altered in some way to either (a) fit a decimal format easily, or (b) be made into some fraction that can then be made into an end result of a decimal form.
It cannot be done extremely quickly (not counting going down to paper) w/o memorization, plenty of recent practice, or some practice consistently over time.
100% = 1, that's the definition of percentage isn't it? what's so hard about it? There aren't any "altering the equation", methinks.
35% = 35/100 = .35
Originally posted by: Cerb
Yes, but that doesn't offer an answer--just the identity of any n%.Originally posted by: alphatarget1
Originally posted by: Cerb
...and where do you get it from? There is no direct way without altering the equation, or taking additional steps.Originally posted by: alphatarget1
Just multiply 50 with .35, that's not even math.Originally posted by: Cerb
if a*b=c, then (2a*b)/2=c. So, 50*0.35=x=(100*0.35)/2Originally posted by: Whoozyerdaddy
Based on your post I have no idea how you got the right answer. But... Want a job?Originally posted by: Tab
What kind of job are these kids doing anyway?
Double the 35% to 70% and the 50 to a hundred. Then you get 30 and split that in half and end up with 17.5..
At least thats how I would figure it out...
I would have taken a bit longer for it, as I have a habit of liking to drop to lower numbers to work with, which doesn't do well when the answer isn't an integer.
<- glad his parents scraped pennies for private elementary school, because the public middle and high school sucked
Our minds work well with integers and fractions, but not so well w/ the decimal format (but we like 10)--so it needs to be altered in some way to either (a) fit a decimal format easily, or (b) be made into some fraction that can then be made into an end result of a decimal form.
It cannot be done extremely quickly (not counting going down to paper) w/o memorization, plenty of recent practice, or some practice consistently over time.
100% = 1, that's the definition of percentage isn't it? what's so hard about it? There aren't any "altering the equation", methinks.
35% = 35/100 = .35
Yeah, and my GPA has suffered a bit just because of doing courses a bit wrong (I should have gone for physics after, not before, calc, even though it would have made for a whacky schedule for a semester or two). Even so, half-way decent networking accounts for a lot. I was having trouble in Calc I, FI, and on the virge of failing (half not getting a couple things, half insomnia
). A couple hours with the right friend going over the stuff, and I aced it. Some people...didn't.People say the same thing about Moonbeam's posts...
It's likely related more to diet than exercise. We evolved with sugar from fruits and vegetables, not highly processed corn products, as one example.
0.35*50=17.5 is true, but there is no way to get from 0.35*50 to 17.5 without breaking it into multiple steps.
Originally posted by: ahurtt
Originally posted by: Whoozyerdaddy
Originally posted by: Tab
What kind of job are these kids doing anyway?
Double the 35% to 70% and the 50 to a hundred. Then you get 30 and split that in half and end up with 17.5..
At least thats how I would figure it out...
Based on your post I have no idea how you got the right answer. But... Want a job?
That was a good way to do it I didn't think of. The way I figured it out was to take 10% of 50 which is 5. Now multiply that 10% result by 3.5 (to get 35%) so 5 x 3.5 = 17.5. Much easier to do numbers and stuff in your head when you work with things that are evenly divisible or multiples of 10. (Incidentally this is how I figure out tips at resaurants too. It is funny how such a simple thing can amaze some people when you whip out the figure for the tip from your head before they can figure it out with a calculator)
Sooo am I hired?
Originally posted by: Whoozyerdaddy
Originally posted by: ahurtt
Originally posted by: Whoozyerdaddy
Originally posted by: Tab
What kind of job are these kids doing anyway?
Double the 35% to 70% and the 50 to a hundred. Then you get 30 and split that in half and end up with 17.5..
At least thats how I would figure it out...
Based on your post I have no idea how you got the right answer. But... Want a job?
That was a good way to do it I didn't think of. The way I figured it out was to take 10% of 50 which is 5. Now multiply that 10% result by 3.5 (to get 35%) so 5 x 3.5 = 17.5. Much easier to do numbers and stuff in your head when you work with things that are evenly divisible or multiples of 10. (Incidentally this is how I figure out tips at resaurants too. It is funny how such a simple thing can amaze some people when you whip out the figure for the tip from your head before they can figure it out with a calculator)
Sooo am I hired?
The method I'm looking for is the realization that 35% of 50 is half of 35% of 100. So half of 35 is 17.5. It's a combination math/common sense identifier. Just find the easiest/fastest way to solve the problem. (Any problem)
But anyway... yeah. You're hired.
Originally posted by: Cerb
Yeah, and my GPA has suffered a bit just because of doing courses a bit wrong (I should have gone for physics after, not before, calc, even though it would have made for a whacky schedule for a semester or two). Even so, half-way decent networking accounts for a lot. I was having trouble in Calc I, FI, and on the virge of failing (half not getting a couple things, half insomnia
However, I deal with things as systems. I can sit back, look at what I'm doing right and wrong, and pick out what isn't working so well, then focus on that. I can get deer-in-headlights stares just talking about such things around quite a few people I know. Yet, even if you can't express it that way, if you can't manage to do it, then how are you going to deal with pretty much any challenge involving something previously unknown (this is why I've kept up with the 35% of 50 sub-topic)?
It just seems stupid that this sort of structure was not used for high school, with the constant mantra of college preparation going around. Why not deisgn the classes to prepare the students for actually having to do work--including learning the concepts themslves--on their own, rather than spoon-feeding them for the standardized tests?
Teach them ways to learn, ways to work, ways to study, and then they can figure out what suits them, and do it, thus being able to learn, and work with, just about anything with some degree of success. Natural aptitude and instrinsic motivation--or lack of--will still play a hefty role, of course, but not a deal-breaking one.
High schools don't tend to have professors.Originally posted by: alphatarget1
You do learn stuff in classes. I for one just can't imagine passing the class with just reading the book without going to class. Professor explains ideas and the students digest it on their own, I don't know if that's related to the structure you're referring to.Originally posted by: Cerb
Yeah, and my GPA has suffered a bit just because of doing courses a bit wrong (I should have gone for physics after, not before, calc, even though it would have made for a whacky schedule for a semester or two). Even so, half-way decent networking accounts for a lot. I was having trouble in Calc I, FI, and on the virge of failing (half not getting a couple things, half insomnia
However, I deal with things as systems. I can sit back, look at what I'm doing right and wrong, and pick out what isn't working so well, then focus on that. I can get deer-in-headlights stares just talking about such things around quite a few people I know. Yet, even if you can't express it that way, if you can't manage to do it, then how are you going to deal with pretty much any challenge involving something previously unknown (this is why I've kept up with the 35% of 50 sub-topic)?
It just seems stupid that this sort of structure was not used for high school, with the constant mantra of college preparation going around. Why not deisgn the classes to prepare the students for actually having to do work--including learning the concepts themslves--on their own, rather than spoon-feeding them for the standardized tests?
Teach them ways to learn, ways to work, ways to study, and then they can figure out what suits them, and do it, thus being able to learn, and work with, just about anything with some degree of success. Natural aptitude and instrinsic motivation--or lack of--will still play a hefty role, of course, but not a deal-breaking one.
Originally posted by: Cerb
High schools don't tend to have professors.Originally posted by: alphatarget1
You do learn stuff in classes. I for one just can't imagine passing the class with just reading the book without going to class. Professor explains ideas and the students digest it on their own, I don't know if that's related to the structure you're referring to.Originally posted by: Cerb
Yeah, and my GPA has suffered a bit just because of doing courses a bit wrong (I should have gone for physics after, not before, calc, even though it would have made for a whacky schedule for a semester or two). Even so, half-way decent networking accounts for a lot. I was having trouble in Calc I, FI, and on the virge of failing (half not getting a couple things, half insomnia
However, I deal with things as systems. I can sit back, look at what I'm doing right and wrong, and pick out what isn't working so well, then focus on that. I can get deer-in-headlights stares just talking about such things around quite a few people I know. Yet, even if you can't express it that way, if you can't manage to do it, then how are you going to deal with pretty much any challenge involving something previously unknown (this is why I've kept up with the 35% of 50 sub-topic)?
It just seems stupid that this sort of structure was not used for high school, with the constant mantra of college preparation going around. Why not deisgn the classes to prepare the students for actually having to do work--including learning the concepts themslves--on their own, rather than spoon-feeding them for the standardized tests?
Teach them ways to learn, ways to work, ways to study, and then they can figure out what suits them, and do it, thus being able to learn, and work with, just about anything with some degree of success. Natural aptitude and instrinsic motivation--or lack of--will still play a hefty role, of course, but not a deal-breaking one.
Originally posted by: Tab
Originally posted by: Whoozyerdaddy
I graduated 15 years ago. Now I'm an employer. I am fully convinced that I am one of the last people to graduate from a results oriented public education program.
The kids I have applying for jobs now are just plain scary. They can't do basic math. They have no basic reasoning skills. They are functionally illiterate. I've had kids fill out applications and where it says "why did you leave your last job?" they have written that they "quite" their last job.
My mom showed me some of her report cards from high school. She was graded on penmanship in her ALGEBRA class. Scoring below 70 in her school was an "F". 70 is a "C" now. (Or at least it was when I graduated) It's incredible.
I don't have the percentages in front of me but I've read that a huge percentage of high school graduates who go to college spend most of their freshman year taking remedial classes that they should have conquered in high school.
Teachers are all unionized now. Unions care more about the worker than the quality of the product the worker produces.
Actually, I think most students can do that basic Math. Most people that went to college had at least a pre-calc math background. The most difficult thing in my opinion, is grammar. I am sure you can see that with my posts
Grades are as follows
90 - A
80 - B
70 - C
60 - D
- anything is failing
Yes, and a D is considered passing.
I am behind in Math, unforunatly. I'll be paying for it as well.
...which is what should be emulated.Originally posted by: alphatarget1
I was referring to a college class setting.Originally posted by: Cerb
High schools don't tend to have professors.Originally posted by: alphatarget1
You do learn stuff in classes. I for one just can't imagine passing the class with just reading the book without going to class. Professor explains ideas and the students digest it on their own, I don't know if that's related to the structure you're referring to.Originally posted by: Cerb
Yeah, and my GPA has suffered a bit just because of doing courses a bit wrong (I should have gone for physics after, not before, calc, even though it would have made for a whacky schedule for a semester or two). Even so, half-way decent networking accounts for a lot. I was having trouble in Calc I, FI, and on the virge of failing (half not getting a couple things, half insomnia
However, I deal with things as systems. I can sit back, look at what I'm doing right and wrong, and pick out what isn't working so well, then focus on that. I can get deer-in-headlights stares just talking about such things around quite a few people I know. Yet, even if you can't express it that way, if you can't manage to do it, then how are you going to deal with pretty much any challenge involving something previously unknown (this is why I've kept up with the 35% of 50 sub-topic)?
It just seems stupid that this sort of structure was not used for high school, with the constant mantra of college preparation going around. Why not deisgn the classes to prepare the students for actually having to do work--including learning the concepts themslves--on their own, rather than spoon-feeding them for the standardized tests?
Teach them ways to learn, ways to work, ways to study, and then they can figure out what suits them, and do it, thus being able to learn, and work with, just about anything with some degree of success. Natural aptitude and instrinsic motivation--or lack of--will still play a hefty role, of course, but not a deal-breaking one.
Not to that point, but the environment at senior year should not resemble the one in 7th grade. Moving to less HW, fewer tests, less involved explanations, expecting something to be understood in amount of time X, etc.. That does not mean go straight to it in a single step. There are four years, dealing in high school.Originally posted by: magomago
Then the teachers should NEVER hassle students about not turning in HW, and most teachers should only have "suggested problems" rather than work that is due. Furthermore, "Homework" and "tests" probbably won't exist~ it will be a midterm and a final...and you'll get in a few quizzes IF you are lucky to pad your grade.
Oh and finally~ the professor shouldn't care about you nor your study. The professor should be spending most their time on their research, rather than thinking of ways to making conveying an idea to you in a way that you will understand
While I think teacher policies of "Three weeks late is okay" (Although i've only heard this, never experienced it. The most we got was three days in one class) is not the right direction....emulation College might not be the absolutely best way.
Originally posted by: dmcowen674
Originally posted by: Tab
Originally posted by: Whoozyerdaddy
I graduated 15 years ago. Now I'm an employer. I am fully convinced that I am one of the last people to graduate from a results oriented public education program.
The kids I have applying for jobs now are just plain scary. They can't do basic math. They have no basic reasoning skills. They are functionally illiterate. I've had kids fill out applications and where it says "why did you leave your last job?" they have written that they "quite" their last job.
My mom showed me some of her report cards from high school. She was graded on penmanship in her ALGEBRA class. Scoring below 70 in her school was an "F". 70 is a "C" now. (Or at least it was when I graduated) It's incredible.
I don't have the percentages in front of me but I've read that a huge percentage of high school graduates who go to college spend most of their freshman year taking remedial classes that they should have conquered in high school.
Teachers are all unionized now. Unions care more about the worker than the quality of the product the worker produces.
Actually, I think most students can do that basic Math. Most people that went to college had at least a pre-calc math background. The most difficult thing in my opinion, is grammar. I am sure you can see that with my posts
Grades are as follows
90 - A
80 - B
70 - C
60 - D
- anything is failing
Yes, and a D is considered passing.
I am behind in Math, unforunatly. I'll be paying for it as well.
What??? I just took a test and got an 80 but it was considered a failing grade.
Facebook
Twitter